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An analysis of written claim and evidence produced by secondary science teachers in a context of chemistry inquiry

Title
An analysis of written claim and evidence produced by secondary science teachers in a context of chemistry inquiry
Authors
Kim D.Choi A.
Ewha Authors
최애란
SCOPUS Author ID
최애란scopus
Issue Date
2017
Journal Title
Journal of the Korean Chemical Society
ISSN
1017-2548JCR Link
Citation
Journal of the Korean Chemical Society vol. 61, no. 6, pp. 359 - 368
Keywords
ArgumentScience inquirySecondary science teacher education
Publisher
Korean Chemical Society
Indexed
SCOPUS; KCI scopus
Document Type
Article
Abstract
The purpose of this study was to examine levels of claims and evidence produced by 53 secondary science teachers. Levels of claim and evidence produced by the teachers in this study are various depending on themes. For a problem integrated several science concepts, there were many teachers who produced claims and evidence in a level of 1 or 2. The participant teachers presented claims and evidence in a level of 3 or 4 for a problem related to chemistry concepts presented in chemistry textbooks. Professional development programs should be provided for science teachers to help them develop understanding of argument structure and construct high quality of claims and evidence.
DOI
10.5012/jkcs.2017.61.6.359
Appears in Collections:
사범대학 > 과학교육과 > Journal papers
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